1.22 leadership
The marshmellow challenge by Wiktoria Krakowska
Submission date: 28-Jan-2021 06:18PM (UTC+0000) Submission ID: 143636327 File name: Leadership_1.pdf (116.96K) Word count: 2957 Character count: 16468
ENTE 3522
Perspectives on Creative Leadership
Leadership practice in the marshmallow challenge
Tutor name: XXXXX
P number: PXXXXXX
Submission date: xxxx
Word count: 2134
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References
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Bass and Bass (2008). The Bass Handbook of Leadership: Theory, Research, and Managerial Applications, 4th Ed. Free Press, [available via bttps·Ubooks google pl/books?id-dMMEnn-O.JOMC&printsec=frontcover&redir esc-yttv-onepage&q &Efaise, accessed on 27/01/2021)
Cherry (2020a) Leadership Styles and Frameworks You Should Know. Verywe/1 mind, 3rd AUG, (available via https·Uwww verywellroind com/leadership-styles-2795312#citation-2, accessed on 15.01.2021)
Cherry (2020b) Autocratic Leadership. Verywe/1 mind, 10th JUN [available via bttps·Uwww verywellroind com/what-is-autocratjc-leadership-2795314, accessed on 27/01/2021)
De Hoogh and Den Hartog (2009) Neurotic ism and locus of control as moderators of the relationships of charismatic and autocratic leadership with burnout. Journal of Applied Psychology, Vol 94(4 ). pp. 1058-1067 [available via bttp·Uweb a ebscohost com proxy library d m u a c uk/ehost/detailldetail?vid-0&sid-667ece9c-0d02-44 d9-bQbe-b1 7152Z2cd03%40sdc-v-sessmg rD2&bdata-,lkF 1 dGhUeXBIPWlwLHNoaWlmc21 QZT1 laG9z dC 1 saXZl#AN-2009-10167 -DD5&db-pdb, accessed on 26/01/2021 J
De Hoogh et al (2015) Diabolical dictators o r capable commanders? An investigation of the differential effects of autocratic leadership on team performance. The Leadership Quarterly, Vol 26, Issue 5, pp 687-701 [available via bttps '//www scienced irect com/science/articlelpiilS 104898431500003X, accessed on 26/01/2021)
Du Jing et al (2020) Authoritarian Leadership in Organizational Change and Employees' Active Reactions: Have-to and Willing-to Perspectives. Front Psychol, 5th FEB [available via https·Uwww frontiersin org/artides/10 3389/fpsyg 2019 03076/full, accessed on 26/01/2021)
Farh and Cheng (2000). "A cultural analysis of paternalistic leadership in Chinese organizations," in Management and Organizations in the Chinese Context, (London: Macmillan), 84-127.[available via https·Ulink springer com/chapter/10 1057/9780230511590 5 accessed on 27/01/2021)
Indeed (2021) What Is Autocratic Leadership?. Indeed, 6th JAN [available via bttps·Uwww indeed com/career-advice/career-developmentlwhat-is-autocratic-1eadership, accessed on 27/01/2021) Northouse, P.G. (2016). Leadership: Theory and practice. 7th ed. Thousand Oaks, CA: Sage Publishers, Inc. [available via https'//fliphtml5 com/lnym/ezlr/basic, accessed on 25.01.2021)
Lewin et al ( 1939) Patterns of aggressive behavior in experimentally created "social climates". Journal of Social Psychology ;10(2):271-301 (available via https·//tu-dresden de/mn/psychologielipep(lehrleco/ressourcen/dateieoflehre(lehramWehrveranstaltung en/I ebcec Schueler lnteraktian ss 2011/1 ewin 1939 aciginal pdf?lang=en , accessed on 26/0112021 J
Martynowska (2019) The role of leadership and emotional intelligence in enhancing communication in family businesses. Institute of Pedagogy;Faculty of Social Sciences;The John Paul II Catholic University of Lublin (available via https'(/www researchgate neUpublication/339447756 The role of leadership and emotional iotellig ence in enhancing communicatian in taroily businesses , accessed on 28/01/2021)
Strand (2017) SOUTH KOREAN LEADERS IN THE POLITICS OF DEMOCRATIZATION. International Journal of Korean Humanities and Social Sciences 3:14 7-168 (available via bttps-//www ceseaccbgate neUpublicatian/331377213 SOUTH KOREAN LEADERS IN THE POLIT !CS OF DEMOCRATIZATION, accessed on 28/01/2021)
St. Thomas University (2014) What is Autocratic Leadership? How Procedures Can Improve Efficiency. STUonline.com. Updated June 1, 2018. (available via bttps·Uanline sh, ed, ,tacticlesfed, ,catianta, 1taccatic-leadecsbip aspx#proscans, accessed on 26/0112021 J
Wang, H. and Guan, B. (2018) The Positive Effect of Authoritarian Leadership on Employee Performance: The Moderating Role of Power Distance. Front Psychol (avaiable via bttps·llwww frantjersjn arg/acticles/1 o 3389/fpsyg 201 B 00357/full, accessed on 26.01.2021)
Whybrew, L. (2015). The Marshmallow Challenge: What We Can Learn From Kindergarten Students About Team Collaboration. eLearning Industry, 3rd AUG, (available via https·Ueleacoiogiodustry com/marshmauow-challeoge-cao-1eaco-kiodergarten-students-team-co11abora tian#·~·text=Tbe%2DMarshmallaw%2QCballenge%20teacbes%2011s clase%2Dcallabaratian%2Qbetwe en%20team%2Dmembers. accessed on 21.01.2021)
Wojec (2010) Build a tower, build a team, TED2010 (available via https·Uwww ted com/talks/tom__w1tjec_.buildwaJ awerwbuildwawteam?language=en, accessed on 15/01/2021)
Zhang, Y., & Xie, Y. H. (2017). Authoritarian leadership and extra-role behaviors: a role-perception perspective. Management and Organization Review, 13(1), 147-166.(available via https·Uwww cambridge org/core/joucoals/management-and-orgaoizatjon-review/article/authorjtarjan-le adecsbip-and-extrarole-bebaviocs-a-rolepecception-perspective/D2BAB6F47D3F325G0D9E9455BE6B EBA5, accessed on 26/01/2021)
FINAL GRADE
XX/100
The marshmellow challenge GRADEMARK REPORT
GENERAL COMMENTS
Instructor
A voice comment was left for this paper.
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Comment 1
lovely anology!
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Comment 2
what did planning take? THis needs more explanation and clarity, you mention planning but not much how or what it actually involves, the steps in it etc.
Comment 3
what about the positive sides to this side of leadership?
I also think that this might be about the position&level of the leadership as well as the scope&size of the followers.AS far as I know many developing country leaders have used to adapt this kind of leadership styles and have got very effective growth in rspective countries in the short period of time. I think you could bring discussions from different ontexts to the attention of the reader.
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Comment 4
I am not so sure about that perhaps the skills of the follower were not good enough for this task
Comment 5
why do you think creativity but not other aspects such as knowledge and&or skills were important in here need justification
Comment 6
you asked then you invited them to be part of the process
Comment 7
this is a good reflection!
Comment 8
you didnt describe this. THis you should de better the next time. What guidance what structure what instructions what division of labor? took place.
Comment 9
I agree with this observation!
Comment 10
May be not only business students but everyone else believes in that so that we have leaders to follow!
As there are shared or collective leadership but we do not talk or study much about them
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Comment 11
you tried to do it but it didint work ow you think you will make it work can be a good question_ starting with studying team and individual dynamics that led to the fa'lure 'n relation to and not in relation to the leadership.
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RUBRIC: ENTE3522-REFLECTIVE ESSAY
INTRODUCTION (10%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
STRUCTURE (20%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
RELEVANCE (10%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
ANALYSIS (20%)
3.30 / 4
2 / 4
No Introduction
Introduction briefly introduces some of the practical/managerial or personal relevance
Introduction states practical/managerial or personal relevance
Introduction states practical/managerial and personal relevance as well as theoretical motivation/justification.
3 / 4
Clarity and structure in organizing and presenting the key themes of the chosen topic is poor. Language is unclear and confusing throughout. Concepts are either not discussed or are presented inaccurately.
There is room for better Clarity and structure in organising and presenting the key themes of the chosen experience. There are frequent lapses in clarity and accuracy
Clarity and structure in organising and presenting the key themes of the chosen experience is good.Minor, infrequent lapses in clarity and accuracy.
The language is clear and expressive. The reader can create a mental picture of the experiental situation being described. Abstract concepts are explained accurately. Explanation of concepts makes sense to an uninformed reader.
4 / 4
Most of the reflection is irrelevant to student and/or assignment brief &learning goals
Student makes attempts to demonstrate relevance, but the relevance is unclear to the reader.
The learning experience being reflected upon is relevant and meaningful to student and/or assignment brief &learning goals.
The learning experience being reflected upon is relevant and meaningful to student and/or assignment brief & learning goals.
4 / 4
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
INTERCONNECTI (10%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
CRITICAL ART (20%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
FORMAT/REF (10%)
Reflection does not move beyond description of the learning experience(s).
Student makes attempts at applying the learning experience to understanding of self, others, and relevant leadership concepts but fails to demonstrate depth of analysis.
The reflection demonstrates student attempts to analyse the experience but analysis lacks depth.
The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and leadership frameworks/concepts.
3 / 4
No attempt to demonstrate connections to previous learning or experience.
There is little to no attempt to demonstrate connections between the learning experience and previous other personal and/or learning experiences.
The reflection demonstrates connections between the experience and material from other research; past experience; and/or personal goals.
The reflection makes creative and rigorous connections between the experience and material from other research; past experience; and/or personal goals.
3 / 4
Not attempt at self-other-theoretical criticism.
There is some attempt at self-criticism, but the self-reflection fails to demonstrate a new awareness of personal, contextual and/or theoretical assumptions or biases, etc.
The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions as well as contextual and/or theoretical assumptions or biases, etc.
The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions and contextual and/or theoretical assumptions or biases, etc. which define new modes of thinking as a result.
4 / 4
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
Poor presentation throughout in terms of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)
Some consideration of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)
Proper application of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)
Excellent presentation throughout in terms of of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)